Active learning device and method

ABSTRACT

An activity device including an activity sensor for generating an activity interaction signal responsive to a sustained large-muscle physical activity of a user operating the activity device; a controller, coupled to the activity monitor, generating a virtual environment supporting a virtual user frame-of-reference in the virtual environment, the controller generating a set of virtual education elements in the environment and a goal for the set virtual representation with respect to the virtual education elements wherein the controller is responsive to the activity interaction signal to produce an affected interaction of the virtual representation with the virtual education elements with the controller measuring a conformation of the goal by the affected interaction; and a feedback system, coupled to the controller, for presenting the virtual environment with the frame-of-reference in relation to the virtual education elements for providing the user with feedback.

CROSS REFERENCE TO RELATED APPLICATIONS

This application is a continuation of U.S. patent application Ser. No.13/403,413, filed 23 Feb. 2012 which is a continuation of U.S. patentapplication Ser. No. 11/757,184 (U.S. Pat. No. 8,123,527), filed 1 Jun.2007 which claims the benefit of U.S. Provisional Application 60/855,578filed on 31 Oct. 2006, the contents of which are all hereby expresslyincorporated by reference in their entireties for all purposes.

BACKGROUND OF THE INVENTION

The present invention relates generally to education and morespecifically to active learning having a user immersed in a virtualenvironment that supports a user reference that is interactive witheducational elements and having sustained large muscle activity.

Interactive devices are well-known. There are systems and methods forlinking various types of user activity with a display image. Forexample, a video game offers various personal perspectives (e.g.,first-person or third-person views) of a representation of the userrecreated within the game space. Typically the user uses a hand-operatedinterface device (keyboard, keypad, and/or joystick) to move therepresentation of the user within the game space and perform variousdesired in-game activities. The video game typically does not offereducational elements reinforced through the user/representationinteraction. Additionally, the user typically is using small muscles ofthe hands and fingers for non-sustained (burst) quick, deft, accuratecontrol of the representation.

There are other systems and methods known in the art. These includegolf-training aids and exercise equipment. A golf-training aid includesa sensor to detect how a user has swung a club and to reproduce either arepresentation of that swing and/or to generate a simulation of resultsof that swing. The exercise equipment includes stationary bicycles thatprovide a relief for some concerning some monotony experienced by someusers. The relief is provided by including a scrolling background,sometimes linked to a calculated bike speed for the user. A similar useis employed for rowing machines.

Studies have begun to show a positive connection between learning andoxygenated state for the learner. While reading a book while sustaineduse of certain exercise equipment may help “learn” content from thebook, the learning is not interactive with the activity and theopportunity for multimedia and immersion (and thus enhanced learning ofadditional content is lost).

What is needed is a system and method for interactive, sustained, andimmersive learning in a virtual environment having a user-controllableself-reference frame while in an active aerobic state.

BRIEF SUMMARY OF THE INVENTION

The present invention provides a system and method for interactive,sustained, and immersive learning in a virtual environment having auser-controllable self-reference frame while in an active and thereforean oxygenated state. ActiveLearning embodiments relate to methods andapparatus for delivering information, concepts, and instruction,particularly to children though some systems and methods are adaptablefor older users. Preferred embodiments include implications ofelectronic implementation (for example, software supporting anelectronic interface-device) which is a shorthand for “Active ElectronicLearning.” Some embodiments include a plurality of active interfacedevices or what are sometimes herein referred to as akinetic-interactive-device (K.I.D.) which is: an apparatus orimplement(s) that a user physically interacts with while responding toassociated software-generated visual and/or audio cues that result fromand correlate to the user's physical actions. The ActiveLearningmethodology contends that information, concepts, and instructiondelivered to the user, in conjunction with at least one or more periodsof sustained physical movement (e.g. pedaling, stepping, running inplace, turning handlebars, and/or moving their hands as in waving orpunching) via a dynamic “activity toy,” are absorbed and retained morequickly and effectively than when the user is passive or stationary.Consequently, embodiments of the invention(s) described herein aredesigned specifically to engage users intellectually and keep theirbodies physically moving as they interact with akinetic-interactive-device (K.I.D.) and multimedia systems/softwarewhich increase focus and the absorption and retention of information. (Auser's physical activity while playing on a kinetic-interactive-device(K.I.D.) may include sustained large muscle movement as well as largemuscle movement punctuated by resting pauses and small muscleactivities.)

More particularly, embodiments of the present invention are related to auser-ergonomic, electronic, smart, kinetic-interactive-device orapparatus or method which either plugs into audio video equipment suchas a computer, TV, home entertainment system, or network and/or connectswirelessly to certain ones of the devices, or has this audio videoequipment/technology embedded or incorporated into the active-play/learnapparatus, device, or implement.

ActiveLearning methodology and kinetic-interactive-device (K.I.D.)apparatus are based on groundbreaking research that indicates thatmovement and exercise facilitate learning by producing oxygenatedmuscles and brain tissue, promoting neuron growth and circuits in thecenters of memory and learning in the brain, and stimulating other brainneurotransmitters, thereby increasing awareness, focus, and memorycapacity. The ActiveLearning methodology engages the whole user, bodyand mind, as they produce large and small musculoskeletal movement inthoughtful response to visual and audio cues, instructions as well astactile or olfactory feedback. This learning methodology also mimics thefundamental immersive quality of play by combining physical activity,the delivery of information and concepts correlated to physical actions,and the power of imagination. Some key demonstrable benefits of theActiveLearning methodology and variety of kinetic-interactive-devices(K.I.D.$) apparatus are (but are not limited to):

Increased absorption and retention of information due to:

Neurogenesis;

Enhanced physiological receptivity;Multi-sensory input and feedback;Heightened levels of immersive, experiential learning and play;Safe, comfortable, ergonomic apparatus; andCollaborative ActiveLearning (locally or via a plurality of networks).

FIG. 1 is a perspective view of a set of representative preferredembodiments of the present invention (which may be implemented aswireless or wireless connections). From left to right the embodimentsinclude: a jump-to-learn system, a climb-to-learn system, ascoot-to-learn system, a step-to-learn system (having either aninteractive mat to detect step position, interactive appendage sensorsattached to wrists/ankles of a user to detect movement or combinationthereof), a punch-to-learn system, and a row-to-learn system. Of course,other activities are possible and include, for example, running,stepping, jumping, pedaling, steering, scooting, pushing, dancing,hopping, boxing, dodging, rowing, climbing, kicking, punching, pulling,and sliding.

A further advantage of certain embodiments of the present invention, theActiveLearning method, while primarily a learning method, is also a“Trojan Horse” for increasing exercise, thereby also addressingincreases in obesity and rise of Type 2 Diabetes in children or otheryoung adults or users.

Disclosed is an apparatus and method for an immersive active educationalinvention. A preferred embodiment of the apparatus includes an activitydevice including an activity sensor for generating an activityinteraction signal responsive to a sustained large-muscle physicalactivity of a user operating the activity device; a controller, coupledto the activity monitor, generating a virtual environment supporting avirtual user frame-of-reference in the virtual environment, thecontroller generating a set of virtual education elements in theenvironment and a goal for the set virtual representation with respectto the virtual education elements wherein the controller is responsiveto the activity interaction signal to produce an affected interaction ofthe virtual representation with the virtual education elements with thecontroller measuring a conformation of the goal by the affectedinteraction; and a feedback system, coupled to the controller, forpresenting the virtual environment with the frame-of-reference inrelation to the virtual education elements for providing the user withfeedback regarding the goal and the conformation of the goal by theaffected interaction.

The method includes a) operating a kinetic interactive device togenerate an activity interaction signal responsive to a sustainedlarge-muscle physical activity of a user; b) generating, responsive tooperation of the kinetic interactive device, a virtual environmentsupporting a frame-of-reference, the controller generating a set ofvirtual education elements in the environment and a goal for theframe-of-reference with respect to the virtual education elementswherein the generating is responsive to the activity interaction signalto produce an affected interaction of the frame-of-reference with thevirtual education elements with the controller measuring a conformationof the goal by the affected interaction; and c) producing feedback dataof the virtual environment with the frame-of-reference in relation tothe virtual education elements that provide the user with informationregarding the goal and the conformation of the goal by the affectedinteraction.

The foregoing summary, as well as the following detailed descriptions ofpreferred embodiments of the invention and manifestations of thelearning method, will be better understood when read in conjunction withthe associated drawings. For the purpose of illustrating the invention,there are shown in the drawings embodiments and software descriptionswhich are presently preferred. It should be understood, however, thatthe invention is not limited to the precise arrangements andinstrumentalities shown.

Embodiments of the invention include an instructional delivery methodhereupon named ActiveLearning, which is based on a plurality ofspecially designed K.I.D.s and associative software. The ActiveLearninginstructional delivery method is based on real-time interactivity andcoordination between the user's physical input to the K.I.D. andmultimedia software specially designed to create a correspondencebetween physical input and access to and manipulation of intellectual oracademic information, concepts, and instruction, and instructional andother events such as for example, operation or manipulation of a userreference generated in the environment controlled by useractions/activities.

As part of the ActiveLearning instructional delivery method, thespecific technologies that are built into the K.I.D. do vary, as thereare many ways in which the K.I.D. hardware, firmware, and software canbe conjoined and the output monitored. There are platforms andtechnologies that have been designed that enable new devices andmultimedia software to be leveraged broadly, which include but are notlimited to:

-   -   The Internet;    -   Broadband wireless protocols (e.g. 802.11g, BLUETOOTH, PAN's and        WPAN's);    -   Computers (e.g. MICROSOFT WINDOWS OS, APPLE MACINTOSH OS, and        LINUX operating system);    -   Proprietary Game Platforms (e.g. MICROSOFT X-BOX, NINTENDO GAME        CUBE, SONY PLAYSTATION systems);    -   Cable TV;    -   Game ready TVs and Home Entertainment Systems; and    -   Multimedia cellular devices and PDAs.

With this array of leveragable technologies some embodiments of theK.I.D. may be developed as a “Game Controller” with its software createdin compliance with the specifications of that given platform, or it canhave all the required technologies imbedded within its form and housingas a stand-alone device. The platform may be battery powered whenlow-power-consumption components are leveraged in its design, or it canplug into household current when this level of power is required or itcan generate its own power via rechargeable batteries/capacitors chargedthrough user operation.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a perspective view of a set of representative preferredembodiments of the present invention;

FIG. 2 is a functional block diagram of a preferred embodiment of thepresent invention;

FIG. 3 is a perspective view of an embodiment of the present inventionhaving a turn-2-learn smart kinetic interactive device connected via anRCA cable to a home entertainment system;

FIG. 4 is a set of views of an ergonomic design for a preferredembodiment of the present invention;

FIG. 5 is a view of a kinetic interactive device convertible between adeployed mode and a transportable mode;

FIG. 6 is a first person perspective view of a first representativeinterface for a preferred embodiment of the present invention;

FIG. 7 is a first person perspective view of a second representativeinterface for a preferred embodiment of the present invention;

FIG. 8 is an alternate preferred embodiment of the present invention;

FIG. 9 is another alternate preferred embodiment of the presentinvention;

FIG. 10 is a Turn-2-Learn (d) Multimedia-laptop mounts via securebrackets onto specially designed K.I.D. and connects to an integratedActiveLearning System;

FIG. 11 is a Turn-2-Learn (e) K.I.D.s' adaptor connects a standardtricycle to a base unit-adaptor that leverages a powerful multimedia PC;

FIG. 12 illustrates an example of a smart (e.g., RFID tag/indicator)coordinated costume with K.I.D. accessories and onscreen tie-ins;

FIG. 13 is a detailed view of a kinetic interactive device detailingadjustability, compactability, and cartridge data expansion;

FIG. 14 is an illustration of immersion of a user reference frame of akinetic interactive device into the supported environment;

FIG. 15 is a detailed view of an interface for the present invention;

FIG. 16 is a detailed view of an interface of the present inventionrelating to a rewards system;

FIG. 17 is a detailed view of a turn/pedal/button interface;

FIG. 18 is a detailed view of a convertible kinetic interactive device;

FIG. 19 is a perspective view of an alternate kinetic interactivedevice;

FIG. 20 is a perspective view of another alternate kinetic interactivedevice; and

FIG. 21 is a perspective view of a third alternate kinetic interactivedevice.

DETAILED DESCRIPTION OF THE INVENTION

The preferred embodiments of the present invention relate to a systemand method for interactive, sustained, and immersive learning in avirtual environment having a user-controllable self-reference framewhile in an active state. The following description is presented toenable one of ordinary skill in the art to make and use the inventionand is provided in the context of a patent application and itsrequirements. Various modifications to the preferred embodiment and thegeneric principles and features described herein will be readilyapparent to those skilled in the art. Thus, the present invention is notintended to be limited to the embodiments shown but is to be accordedthe widest scope consistent with the principles and features describedherein.

The ActiveLearning method and K.I.D. invention is designed for andintended to leverage a plurality of installed technologies and systemsas well as low-cost components that allow systems to be cost-effectiveand self-contained when appropriate. One important feature of theinvention is the active interplay between the K.I.D. and the multimediasystem/software it contains or is designed to work with, with thesustainable effect of an increase in the user's metabolic andphysiological rates, and a corresponding increase in absorption andretention of information while he/she is active and learning.

FIG. 2 is a functional block diagram of a preferred embodiment of thepresent invention. The following descriptions refer to the components inFIG. 2:

100—Microprocessor or Computing device or Computer: includes one or moreprocessors the K.I.D. may be designed to leverage, based upon specificimplementation and feature requirements. Advantages of leveraginginstalled systems such as computers include recognition that their data,graphics and audio processing power is far superior to the stand aloneprocessors used with low-cost multimedia toys and games. Themicroprocessor in a stand alone K.I.D. or in a computer the K.I.D. plugsinto (e.g. via USB2) is responsible (in conjunction with softwareinstructions) for providing signals appropriate for imaging system(101), audio monitoring (102) and output to drive tactile feedback(e.g., forced feedback in joysticks or vibration in seats and orhandles) (103). Further microprocessor 100 provides feedback via binarycode to the user based on user inputs such as motion (104) or force asmay be measured by a plurality of sensors including buttons, pedals,levers, touch-screens and the like. Input options may include selectionof a mode or function (105) in response to a lighted button, flashingmenu screen, or an audio prompt requesting the user to make a selection.The response may be input by any number of switches or sensors triggeredas before. Microprocessor 100 executes instructions sets it retrievesfrom a) its own internal registers and memory, b) external memory (106)or from other buses or communication ports that may be connected toother K.I.D.s (107), networks, and the Internet or other WAN (public orprivate) (108), or other game systems and their attendant memory andnetworks (109).

Microprocessor 100 or embedded MCU (Main Control Unit) is a single chipmultiprocessor such as SSD's Super Xavix or a multimedia chip-set suchas an SPG-240 chip manufactured by Sunplus Technology Co., Ltd.,including a central processing unit (CPU), a picture processing unit(PPU) and a sound processing unit (SPU) able to create the graphics andsound corresponding to the simulated environment for display on thevideo display system. Similar chips are available from a host ofcompanies such as Winbond, Holtek, King Billion, and the like.

101—Imaging System (e.g., video display): refers to a plurality oftechnologies (e.g. LCD, Plasma, CRT, DLP) that produce a static ormoving picture from an electronic signal. These technologies may beexternal to the K.I.D. such as a TV, Home Theater, or Computer Monitordepending on the configuration and technology in the K.I.D. Likewisethese technologies may be built onto or within the K.I.D. as anintegrated component required or desired for sensory feedback or otherinteraction instruction or cue to the user.

102—Audio Monitor (or Speaker): includes a variety of technologies (e.g.Dynamic, Piezo, or Electrostatic) devised to amplify audio signals as ameans of sensory feedback or other interaction instruction or cue to theuser. Additionally monitors may be but are not limited to ear-buds,headsets, or bone induction devices. Audio Monitors may be external tothe K.I.D. but could easily be built into the device or accessed via aheadset and audio jack. Ear-buds and headsets have the advantage ofdelivering good quality audio while keeping the learning environmentquiet.

103—Tactile Output: includes vibration (e.g. vibratory motors,low-frequency speakers), force feedback flight controller, wind, mistand the like, produced by a number of mechanisms or electrical devicesthat can be actuated by the microprocessor (100) or MCU as another meansof sensory feedback, interaction instruction, or cue.

104—Motion Position Sensor: includes a host of switches, triggers,sensors, and methods for sensing or measuring speed, direction,orientation, force, height, weight, temperature, and the like asappropriate for the specific implementation. A rheostat, magneticswitch, or potentiometer, for example, could be used to measure ahandlebar turning. Similarly there are a plurality of sensors (e.g.optical encoder like those found in certain mechanical computer mice)that may be used to determine a speed and direction of an axle, forinstance. Piezo crystals may include accelerometers or strain-gauges fordetermining force or acceleration. All these (but not limited to these)sensor types may be used in a K.I.D. to provide input to microprocessor100 and software logic will use at least a portion of this input asfeedback to the interactive software program.

105—Mode and Function: includes types of feedback usually selected viabuttons or other simple interface system. In the case of certain K.I.D.sthe input could be “execute a left turn to quit” as the turning sensorand handlebars may be used in a modal sense to, for example, create theillusion of steering or to select items from an on-screen menu.

106—Expandable Memory: includes many types of volatile or non-volatile,removable or non-removable memory able to interface with microprocessor(100) MCU and the Operating System, such as read only memory (ROM),flash memory, compact disk, digital video disk, magnetic tape and thelike. The instructions and data stored on expandable memory help theMCU, Operating System to perform the following functions: create asimulated environment, instructions, voice, sound effects, music andtactile feedback, as well as all on-screen images, animations anddigital video designed to encourage interaction with the K.I.D., thesimulated on-screen environment, and interface.

107—Other K.I.D. systems: includes a number of protocols and theirassociated transports designed to allow two or more K.I.D.s to interact,share data, or play simultaneously on a single AV system such as a HomeTheater, game ready and/or cable TV, or computer monitor ordisplay/imaging system. There are a number of physical specificationsand communications protocol standards for the short range exchange ofdata over personal area networks (PANs) and wireless PANs. IrDA,Bluetooth and 802.11 are a few that could be leveraged within a K.I.D.

108—Internet/Networks: includes the worldwide web and the myriad ofwired and wireless access points available to K.I.D. for access tocomputational power or content, public, private, and/or mixed. K.I.D.with internet access and robust processing speed (locally or over theInternet) could have access to endless rich media and ActiveLearningexperiences through specially designed content and curricula accessiblethrough new ActiveLearning sites. K.I.D.'s may have sensors and Internetprotocol chips internally and run otherwise over the Internet.

109—Game System or Computer: includes a K.I.D. designed to use anexternal and more powerful microprocessor in lieu of, or in addition to,an embedded MCU found in a computer or gaming system. Current PCs andgaming computers have extremely robust architectures for creating andmanaging rich media (such as real-time 3-D environments, 5.1Audio, andmulti-user support).

Possible iterations and alternate embodiments of the ActiveLearningMethod and K.I.D.s: Alternative ActiveLearning Method and K.I.D.s may bedesigned and built to leverage a plurality of mature technologies andplatforms as well as others that are currently emerging. The preferredembodiment of any one K.I.D. will have several iterations and evolve astechnologies become more robust, multimedia/network capable and costeffective. The concept and invention of ActiveLearning requires that theK.I.D. leverage the latest and greatest computational firmware andsoftware in order that the quality of the interactive multimediaexperience be as compelling as possible.

FIG. 3 is a perspective view of a system 300 having a turn-to-learnsmart kinetic interactive device 305 connected via an RCA cable 310 to ahome entertainment system 315. System 300, preferably, is aPlug-and-Play version of a Turn-2-Learn (a) Educycle that is operativelycoupled to a video display system such as a television or home theaterfor example via 3 wires (2 stereo audio and 1 video cable). As furtherexplained below, a frame of reference 320 for the user (e.g., a virtualrepresentation of handlebars of K.I.D. 305) is supported in a learning,immersive virtual environment 325. Frame of reference 320 andenvironment 325 is responsive to user operation of KID 305 (e.g.,pedaling to locate reference 320 in environment 325 and simulatedturning of reference 320 when the user steers). Further details of theconfiguration, operation, and interaction of the environment, thereference, and the K.I.D. are disclosed herein.

When the K.I.D. is coupled to the audio/video display system it providesthe user with an opportunity to engage in physical activity whilesimultaneously engaging in interactive learning by “traveling” in asimulated environment (e.g. a pseudo-3D world created with 2-D graphicsor real-time 3-D environment, supported by sounds and music) playedthrough the large-screen TV's audio visual system.

Important to preferred embodiments of the K.I.D.(Kinetic-Interactive-Device) and certain other implementations of thepresent invention is an ergonomically designed apparatus or piece ofequipment significant to the ActiveLearning Instruction DeliveryMethodology because its design (Examples, FIG. 4 and FIG. 5) encouragesthat the user engage in large and small body movement in order tomaximize the immersive learning or play experience generated by themultimedia software. The ergonomic design is based on latestanthropometric data and safety guidelines for children's products toinsure safety and comfort while creating an enhanced, immersive learningenvironment and “make-believe” quality for the child. A distinction ofpreferred embodiments of the present invention in contrast to some priorart systems is that the visual element facilitates learning derived fromthe environment while many prior art systems provide an environment(e.g., scrolling background) to ease some monotony of the exercise.

FIG. 4 is a set of views of an ergonomic design for a preferredembodiment of the present invention. In the preferred embodiments, asuitable ergonomic design is important to improved safety, function, andcomfort. The ergonomic design enhances stationary sustained activity oflarge muscles (e.g., legs, arms, shoulders and the like).

FIG. 5 is a view of a kinetic interactive device convertible between adeployed mode and a transportable mode. In this embodiment, theergonomic design parameters of FIG. 4 are also supplemented by providingfor a compact device that is easy to carry and to store.

Qualities of the ergonomically designed K.I.D. are supported byassociative software that extends opportunities of the form factor. Thesoftware for this Turn-2-Learn(a) “Plug-and-Play” Educycle is designedto take advantage of a stand alone MCU and pedal and turn interface.This first person/one point perspective view of this software coupled bythe guard rails keeps the user “on road,” but also keeps the perspectivelimited and the management of sprites and visual assets in line with theMCU's capabilities. These graphics in this embodiment are all 2-d andrequire knowledge of the chip's capabilities to derive a rich experienceand reasonable depth of content and media.

FIG. 6 is a first person perspective view of a first representativeinterface for a preferred embodiment of the present invention. FIG. 6 isa representation of one type of interface providing a first personperspective interface a user (e.g., a child) as the user pedals andturns to “collect” the requisite number of letter “C”s.

FIG. 7 is a first person perspective view of a second representativeinterface for a preferred embodiment of the present invention. FIG. 7 isa representation of another type of interface that provides ghostedimages of a “rocket-trike” (lateral trike images to the central image)illustrating how turning moves the on-screen vehicle laterally left andright.

FIG. 6 and FIG. 7 illustrate two of many possible interfacepossibilities. FIG. 6 shows a road in one point perspective. Users canpedal and turn to navigate “down” the road with the objective ofcatching a specific letter in their basket (mounted on the on-screenhandle-bars). In this instance the letter C is the target letter andappears on the mountain in the distance. The objective is to collect agiven number of Cs to complete the word CAT. The faster the user pedals,the faster the letters will appear to come towards the user. The usermust steer directly into the letter C to collect it and steer to avoidnon-target letters. All the on-screen visual cues, sound effects, andmusic as well as the responsiveness of the sounds and visuals are aresult of the software responding to sensors in the K.I.D. and userinput.

In FIG. 7 there is a third person perspective (in top view) on thescreen interface generated by the software (stored on cartridge memory)MCU and its Operating System. Again this interface and the animatedsprites and multimedia assets preferably achieve good performance andstill has a reasonable depth of content. This interface behavesdifferently, but for a user the illusion and subsequent immersion inlearning while driving the ActiveLearning K.I.D. will be effectivebecause the cause and effect of pedaling will be to make the on-screen“rocket-trike” move faster (as letters shower down faster) and it willmove laterally left and right as the user steers to catch the letter C'sin its “collector beam.” The sound effects and moving graphics are againa result of the user's input, and the K.I.D.'s sensors interacting withthe MCU and software. Integrated technologies—The K.I.D. may have theelectronic display and the speaker(s) built into and integrated withinthe K.I.D.

FIG. 8 is an alternate preferred embodiment of the present invention.FIG. 8 [Turn-2-Learn (b)] shows one configuration where the electronicdisplay (e.g. LCD, Plasma, CRT or other) and speaker, along with theMCU, Operating System and associated Electronics, are mounted above thehandle bars. Wires to the sensors in the pedals and handle barsmechanism, as well as wires to the software cartridge, run within theK.I.D.

FIG. 9 is another alternate preferred embodiment of the presentinvention. FIG. 9 below [Turn-2-Learn (c)] combines a single integratedgaming unit similar to a Gameboy or Pixter with the K.I.D., where thehandheld is securely attached to the K.I.D and the unit receives input(via electrical or wireless connections) from the K.I.D and its software(in cartridge) provides appropriate and coordinated feedback, visuals,and audio to the user's input via K.I.D. as it did as described above(for example, in FIG. 6) as a hard-wired, integrated system. The systemshown in FIG. 9 has two modes: the visual imaging system provides anindependent gaming system for a user disengaged from the activity devicewhile permitting the user to engage the gaming system with the activitydevice to function as the K.I.D. system as described herein.

FIG. 10 is system including a Turn-2-Learn (d) Multimedia-laptop thatmounts via secure brackets onto specially designed K.I.D. and connects,for example via USB, for an integrated ActiveLearning System.

FIG. 11 is a system including a Turn-2-Learn (e) K.I.D.s' adaptor thatcouples a standard tricycle to a base unit-adaptor that leverages apowerful multimedia PC via a standard USB cable. The adaptor enables theuser to use their “everyday” tricycle in a stationary mode that monitorspedaling and/or steering and provides interactivity signals to thesoftware. The Turn-2-Learn(e) Educycle systems in FIG. 11 connectdirectly to powerful Desktop PCs with color monitors, graphics andstereo sound processors (all appropriate for their application andaudience). Additionally these systems may be linked one to another viathe computer's network capabilities and the ActiveLearning softwaredesign. This approach may also reduce a price of the K.I.D. because theK.I.D. leverages the investment already made in the user's PC. Thisconfiguration allows multiple players to compete, collaborate and learntogether. These systems may also leverage conventional computer networksand the Internet. This opens opportunities for creating contentdistribution over the internet. It is possible to connect these systemswirelessly via WPAN (108).

Accessories and Costumes—The K.I.D. may be accessorized to addfunctionality and new features. Specially designed K.I.D.s may have lowcost sensors (e.g., RFID sensor(s)) built in that “recognize” anyaccessories which are attached to the K.I.D. Licensed products, themes,and role-play fantasies can be leveraged into the software, furtherenhancing the physical activity and immersive play experience thatincreases focus, reception, and retention of information. FIG. 12illustrates an example of a coordinated costume with K.I.D. accessoriesand onscreen tie-ins. For example, some young children enjoy pretendingto be “Batman” and the system may provide automatic detection when theuser is in an appropriately designed costume to provide cues for thesoftware/sensors to recognize, and/or provides the K.I.D. with suitablecustomizations (“bat fins on the tricycle or a bat symbol on thehandlebars for example). As shown in the second panel of FIG. 12, theuser frame of reference is customized to modify the reference. (Howeverin some implementations, the environment and/or the curriculum may also,or instead of, be modified in this manner.)

Additionally, augmenting technology such as reflective IR inks, low costRFID's, or magnetic switches can be incorporated into elements of theuser's K.I.D. costume and/or accessories. For example, handlebar wraps,scooter faring, flags, bike helmet, knight's armor, superhero gloves,and the like, can initiate new on-screen sprites, audio and specialpowers. Additionally, on-screen tie-ins encourage the user to interactwith the accessorized K.I.D and software to navigate new on-screenfeatures and tasks and create sustained interest in the curriculum.

FIG. 3 shows the Turn-2-Learn (a) K.I.D. plugged into a large screentelevision with attendant audio speakers. The Turn-2-Learn K.I.D. isconnected by means of three separate but commonly bound wire cableswhich have a video(yellow tipped) and audio (white and red tipped) RCAconnector(s) which plug into the home entertainment's corresponding RCAvideo and stereo audio female connection jacks. These female jacks arefound on the front and/or the back of many TVs and home entertainmentsystems or “game-ready” TVs.

FIG. 13 is a detailed view of a representative kinetic interactivedevice 1300 described herein. Device 1300 includes one or more networkdevices 1305, a first pull-knob 1310 (used to extend/retract orotherwise adjust the handlebars), a horn 1315, a cartridge 1320 formating to an expansion/curriculum slot, a combo seat back/handle 1325, aswing back leg 1330, a second pull-knob 1335 for controlling a seatsliding in and out, and a door 1340 for a storage area that could holdcartridges or other accessories.

Alternatively, the coupling may be any well known wireless data link,such as a radio frequency (RF) link or an infra-red (IR) link asdepicted in FIG. 1. Here (FIG. 1, 12) the set-top unit communicates tothe K.I.D. wirelessly and is connected to the TV via a wired connection.

FIG. 14 is an illustration of an example of immersion of a userreference frame of a kinetic interactive device into the supportedenvironment. For example (as illustrated) a real left turn simulates ascreen left turn of the environment while straight ahead handlebarscause the environment to appear straight ahead on-screen and a realright turn causes the environment screen to appear to make a right turn.These maneuvers may be incorporated into the apparatus to interact withlearning content to accentuate the learning experience.

Turn-2-Learn (a) Educycle has built in sensors at the fulcrum of thehandle bars to determine which direction the user is steering orturning. FIG. 14 illustrates how the onscreen software reacts to theposition of the physical handle bars. Likewise, speed and direction(forward and back) sensors at the axle of the pedals detect pedalingspeed and forward or backwards direction. Based on the softwareapplication the behaviors of these actions can vary. When theTurn-2-Learn (a) Educycle or K.I.D. is coupled to the TV it provides achild-user with an opportunity to engage in physical exercise whilesimultaneously engaging (becoming immersed) in interactive learning by“traveling” in a simulated environment (a real time 3-D environment orpseudo-3D world created with 2-D graphics, supported by environmentalsounds and music) produced on the game-ready TV.

The interface and quality of graphics depends on the type of K.I.D., andassociated processor and its processing power and the quality of theimaging system (101) and Audio (102) quality. FIG. 15 is a detailed viewof a representative interface for the present invention. As shownearlier, this interface was designed to take advantage of the currentpreferred embodiment and shows a road in one point perspective withguard rails. If the user steers too far left or right, sound effects ofmetal scraping and screeching of rubber sounds let the user know to stopsteering into the side rail. Off ramps provide rest branches to othertypes of activities. The “level” signs provide a way for user to selecta level without traditional menu selection. Just pedal down the road anddrive into the level of choice. This is an example of how the interfacedesign enables a user to interact using large muscles only as clicking,pushing buttons, and other operations of the small muscles of the handand the like are not required.

As shown in FIG. 6 and FIG. 7 the user is able to navigate down the roadand collect the letters that comprise a word, or collect a picture ofthe word displayed on the distant mountain, and the like. Funmotivational music and sound effects make the journey exciting!

Various activities include, but are not limited to, learning encounters,creative activities, and arcade-like games further disclosed below.Numerous alternate preferred embodiments of thekinetic-interactive-device K.I.D are within the scope of the presentinvention. For example, in addition to the apparatus of the Turn-2-LearnEducycle the apparatus of other embodiments may be configured as seen inFIG. 1, Table I, Table II, or elsewhere herein:

TABLE I Trampoline & Handlebars Activity System w/Appendage Sensor(s)(Jump-2-Learn) (Dance-2-Learn) Stepper (Climb-2-Learn Rowing(Row-2-Learn) Scooter (Scoot-2-Learn) Bounce (Bounce-2-Learn) Boxing(Box-2-Learn) Horse Riding (Gallop-2-Learn)

ActiveLearning method and the plurality of kinetic interactive devicesK.I.D.s enabling the user to engage in musculoskeletal exercise are byno means limited to these items or configurations. Further, the learningencounters and arcade-like games for any of the preferred embodimentsmay correspond to a wide range of curricula items, such as thosedescribed in Table 1 below.

Multimedia System/Software Curriculum:

As previously stated, an important aspect of the ActiveLearningmethodology and invention embodiments includes an active interplaybetween the K.I.D. and the multimedia system/software it contains or isdesigned to work with, with the sustainable effect of an increase in theuser's metabolic and physiological rates and a demonstrablecorresponding increase in absorption and retention of information whilehe/she is learning.

ActiveLearning multimedia system/software curriculum specially designedto work in correspondence with the K.I.D.s will have the followingfeatures:

Multimedia-based system/software curriculum will mimic the fundamentalimmersive quality of play by combining physical activity, the deliveryof information and concepts correlated to physical actions, and thepower of imagination.

Interactive intellectual activities, themes, and narratives in thecurriculum will be consistently tied to and correspond with children'sphysical movement and kinetic input on the K.I.D. User's physicalactivity while playing on a kinetic-interactive-device (K.I.D.) can andwill include both sustained large muscle movement as well as largemuscle movement and may further, in some embodiments, be punctuated byresting pauses and small muscle activities.

Succinctly put, representative ActiveLearning curriculum will beselectively designed, coherently integrating physical activity,imagination, and learning of new information and concepts. Curriculumwill focus on explorations, navigations, themes, stories, and/ornarratives contextualized with both K.I.D. input and the imagination ofthe user, mimicking the immersive quality of play.

Curriculum areas shall include but are not limited to:

TABLE II Languages (various): Music Letters Notes (high, low, soft,loud, Shapes (upper and lower case) short, long) Sounds Instruments andTheir Sounds Names Bands and orchestras Spelling Math Vowels NumbersConsonants Shapes Vowel and Consonant Blends Names Vocabulary ValuesWords and Meanings Counting Synonyms Addition & Subtraction AntonymsSimple Fractions Life Science: Piggy-Bank Math (Money) Human Body VisualArts Body Parts Shapes How Things Work Colors Hygiene and Growing SizesPlants and Animals Spatial Relationships Flying Animals Over/Under LifeUnder Water Inside/Outside Food Chains Behind/In-front Diet and ExercisePatterns Space: History Planet Earth and the Sun Long-Ago Creatures OurSolar System (Dinosaurs to Dodos) Moon and Stars Past People and WaysPhysics America (Pilgrims to Present) Gravity Distance Speed Measuring

Possible Curriculum Features:

Example: Driving Mode for Turn-2-Learn (a)

As the user begins to pedal on the K.I.D. [Turn-2-Learn (a)], she'llmake her way “down the path” of learning vis-à-vis thesoftware/multimedia system. The software interacts with and in that way“documents” the user's physical journey on the K.I.D. through thesoftware's exploratory, multimedia-based world. For example, there maybe a direct correlation between the speed at which the user pedals andthe speed at which he/she moves through the landscape or story providedby the software/multimedia system. When the user stops pedaling, thebike on screen may “coast” to a stop rather than stopping immediately.Pedaling backward may bring the user more quickly to a stop, or the usermay begin to move backwards through the “documentary,” reviewingprevious presentations of information or concepts. Faster pedaling mayalso allow a user to view more information more quickly. Similarly, theturning of the K.I.D.'s handlebars may determine which “path” the storytakes, or which piece of information is learned next.

Example: A user's Turn-2-Learn (a) could be accessorized to resemble arocket ship. Specially designed software takes the user “into space,”naming and providing information on the moon, space stations, andplanets as they are passed by—based on the speed of the user's pedalingor on turns of the handlebar—and revealing “surprise rewards” based oncorrect answers entered into interactive buttons on the handlebars.

Example: Specially designed software may focus on a particular set of“collectables” as part of a learning objective. For instance, softwareassociated with a user's Turn-2-Learn (a) may use the “road” as ametaphor for the journey of learning. One stretch of road may have theuser identify and collect numbers 1-10, while another road segment mayhave the user collect all the vowels. As a desired item is collected(e.g., by driving over it or by other means), it may be placed in ascore box. When the user is collecting vowels, and he/she drives over aconsonant, a funny sound effect may be produced with no score credited.There may also be “road hazards” that the user might want to avoid, suchas going off the road or stopping pedaling at an inopportune time.

Example: Specially designed software associated with a user'sTurn-2-Learn (a) may allow for “off-ramps,” enabling the user to exitoff the “main road” by turning the handlebars. “Off-ramps” may take thechild into new areas of academic or intellectual exploration based ontheir own curiosity. “Off-ramps” may also offer the user a chance totake a break from pedaling and engage in small muscle activity.Additionally, the interface may include level selectors that require theuser to use the interactive device to position/maneuver theframe-of-reference to select an curriculum level.

Example: Specially designed software and networked K.I.D.s may allow forSingle Player Mode, which enables the user to either race against theclock or race against chosen opponents in a head-to-head physical ormental challenge, or Multiple Player Mode, where each user will take aturn or simultaneously compete in a head-to-head physical or mentalchallenge against the same opponents.

Fun “rewards” deliverable via a host of methods. Again, with stand alonesystems, assets and media are limited but there are cheap tricks thatcan be fun and very rewarding for users as discovered during markettesting of this product.

FIG. 16 is a detailed view of an interface of the present inventionrelating to a rewards system. Consider the four screens of FIG. 16: thecharacter on the distant mountain display looks of surprise andcongratulations. This character may, in some embodiments, be a helper orcoach during learning exercises. In this scenario, a user uponcompletion of a task would be able to view one of these three screenswith cheerful accompanying sound bites.

FIG. 17 is a detailed view of a turn/pedal/button interface. As the userturns the real-world handlebars, the in-environment handlebars turn todirect the user to the desired letter and/or avoid the non-desiredletters.

FIG. 18 is a detailed view of a convertible kinetic interactive device.In FIG. 1 a real working tricycle is useable in an ActiveLearningsystem. As shown, an adaptor is built-into the tricycle that pulls out(e.g., slides forward from a stowed mode to an engaged mode) to engagethe drive wheel and permit stationary operation. The act of pulling outthe adaptor turns the wireless communication system on. (In someembodiments, the user's pedaling charges a battery for the wirelesssystem or there may be replaceable batteries.) A cartridge-based set-topreceiver interfaces with the wireless signal as described herein.

FIG. 19 is a perspective view of an alternate kinetic interactive devicefashioned as a riding animal (e.g., a horse). The riding animal K.I.D.for interactive learning by simulating riding instruction or using thehorse device as an interface to the instructional system also providesthe interaction with the software and associated audio/visual tactilefeedback. Here, other sensors may be used to encourage caring,nurturing, and/or grooming in addition to the riding activity.

FIG. 20 is a perspective view of another alternate kinetic interactivedevice for a bounce-2-learn. This interface may be suitable for certainusers (e.g., very young) to have fun interacting with appropriatelearning content that is also adapted for the “bouncing” interface.

FIG. 21 is a perspective view of a third alternate kinetic interactivedevice. The turn-2-learn is a simple embodiment for interacting with thesoftware.

The system, method, computer program product, and propagated signaldescribed in this application may, of course, be embodied in hardware;e.g., within or coupled to a Central Processing Unit (“CPU”),microprocessor, microcontroller, System on Chip (“SOC”), or any otherprogrammable device. Additionally, the system, method, computer programproduct, and propagated signal may be embodied in software (e.g.,computer readable code, program code, instructions and/or data disposedin any form, such as source, object or machine language) disposed, forexample, in a computer usable (e.g., readable) medium configured tostore the software. Such software enables the function, fabrication,modeling, simulation, description and/or testing of the apparatus andprocesses described herein. For example, this can be accomplishedthrough the use of general programming languages (e.g., C, C++), GDSIIdatabases, hardware description languages (HDL) including Verilog HDL,VHDL, AHDL (Altera HDL) and so on, or other available programs,databases, nanoprocessing, and/or circuit (i.e., schematic) capturetools. Such software can be disposed in any known computer usable mediumincluding semiconductor, magnetic disk, optical disc (e.g., CD-ROM,DVD-ROM, etc.) and as a computer data signal embodied in a computerusable (e.g., readable) transmission medium (e.g., carrier wave or anyother medium including digital, optical, or analog-based medium). Assuch, the software can be transmitted over communication networksincluding the Internet and intranets, virtual private networks and/orlocal area networks. A system, method, computer program product, andpropagated signal embodied in software may be included in asemiconductor intellectual property core (e.g., embodied in HDL) andtransformed to hardware in the production of integrated circuits.Additionally, a system, method, computer program product, and propagatedsignal as described herein may be embodied as a combination of hardwareand software, e.g., CPU, PROM, ROM, RAM and the like.

One of the preferred implementations of the present invention is as aroutine in an operating system made up of programming steps orinstructions resident in the memory of a computing system shown in thefigures, during computer operations. Until required by the computersystem, the program instructions may be stored in another readablemedium, e.g. in a disk drive, or in a removable memory, such as a USBflash, an optical disk for use in a CD ROM computer input or in a floppydisk for use in a floppy disk drive computer input, disk drive or otherportable or communicated memory system or the like. Further, the programinstructions may be stored in the memory of another computer prior touse in the system of the present invention and transmitted over a LAN ora WAN, such as the Internet, when required by the user of the presentinvention. One skilled in the art should appreciate that the processescontrolling the present invention are capable of being distributed inthe form of computer readable media in a variety of forms.

Any suitable programming language can be used to implement the routinesof the present invention including C, C++, Java, assembly language, etc.Different programming techniques can be employed such as procedural orobject oriented. The routines can execute on a single processing deviceor multiple processors. Although the steps, operations or computationsmay be presented in a specific order, this order may be changed indifferent embodiments. In some embodiments, multiple steps shown assequential in this specification can be performed at the same time. Thesequence of operations described herein can be interrupted, suspended,or otherwise controlled by another process, such as an operating system,kernel, etc. The routines can operate in an operating system environmentor as stand-alone routines occupying all, or a substantial part, of thesystem processing.

In the description herein, numerous specific details are provided, suchas examples of components and/or methods, to provide a thoroughunderstanding of embodiments of the present invention. One skilled inthe relevant art will recognize, however, that an embodiment of theinvention can be practiced without one or more of the specific details,or with other apparatus, systems, assemblies, methods, components,materials, parts, and/or the like. In other instances, well-knownstructures, materials, or operations are not specifically shown ordescribed in detail to avoid obscuring aspects of embodiments of thepresent invention.

A “computer-readable medium” for purposes of embodiments of the presentinvention may be any medium that can contain, store, communicate,propagate, or transport the program, or expanded content includingdynamic information including score, performance, grade, bookmarkfeatures, instructions (all or a portion thereof) for use by or inconnection with the instruction execution system, apparatus, system ordevice. The computer readable medium can be, by way of example only butnot by limitation, an electronic, magnetic, optical, electromagnetic,infrared, or semiconductor system, apparatus, system, device,propagation medium, or computer memory.

A “processor” or “process” includes any human, hardware and/or softwaresystem, mechanism or component that processes data, signals or otherinformation. A processor can include a system with a general-purposecentral processing unit, multiple processing units, dedicated circuitryfor achieving functionality, or other systems. Processing need not belimited to a geographic location, or have temporal limitations. Forexample, a processor can perform its functions in “real time,”“offline,” in a “batch mode,” etc. Portions of processing can beperformed at different times and at different locations, by different(or the same) processing systems.

Reference throughout this specification to “one embodiment”, “anembodiment”, or “a specific embodiment” means that a particular feature,structure, or characteristic described in connection with the embodimentis included in at least one embodiment of the present invention and notnecessarily in all embodiments. Thus, respective appearances of thephrases “in one embodiment”, “in an embodiment”, or “in a specificembodiment” in various places throughout this specification are notnecessarily referring to the same embodiment. Furthermore, theparticular features, structures, or characteristics of any specificembodiment of the present invention may be combined in any suitablemanner with one or more other embodiments. It is to be understood thatother variations and modifications of the embodiments of the presentinvention described and illustrated herein are possible in light of theteachings herein and are to be considered as part of the spirit andscope of the present invention.

Embodiments of the invention may be implemented by using a programmedgeneral purpose digital computer, by using application specificintegrated circuits, programmable logic devices, field programmable gatearrays, optical, chemical, biological, quantum or nanoengineeredsystems, components and mechanisms may be used. In general, thefunctions of the present invention can be achieved by any means as isknown in the art. Distributed, or networked systems, components andcircuits can be used. Communication, or transfer, of data may be wired,wireless, or by any other means.

It will also be appreciated that one or more of the elements depicted inthe drawings/figures can also be implemented in a more separated orintegrated manner, or even removed or rendered as inoperable in certaincases, as is useful in accordance with a particular application. It isalso within the spirit and scope of the present invention to implement aprogram or code that can be stored in a machine-readable medium topermit a computer to perform any of the methods described above.

Additionally, any signal arrows in the drawings/Figures should beconsidered only as exemplary, and not limiting, unless otherwisespecifically noted. Furthermore, the term “or” as used herein isgenerally intended to mean “and/or” unless otherwise indicated.Combinations of components or steps will also be considered as beingnoted, where terminology is foreseen as rendering the ability toseparate or combine is unclear.

As used in the description herein and throughout the claims that follow,“a”, “an”, and “the” includes plural references unless the contextclearly dictates otherwise. Also, as used in the description herein andthroughout the claims that follow, the meaning of “in” includes “in” and“on” unless the context clearly dictates otherwise.

The foregoing description of illustrated embodiments of the presentinvention, including what is described in the Abstract, is not intendedto be exhaustive or to limit the invention to the precise formsdisclosed herein. While specific embodiments of, and examples for, theinvention are described herein for illustrative purposes only, variousequivalent modifications are possible within the spirit and scope of thepresent invention, as those skilled in the relevant art will recognizeand appreciate. As indicated, these modifications may be made to thepresent invention in light of the foregoing description of illustratedembodiments of the present invention and are to be included within thespirit and scope of the present invention.

Thus, while the present invention has been described herein withreference to particular embodiments thereof, a latitude of modification,various changes and substitutions are intended in the foregoingdisclosures, and it will be appreciated that in some instances somefeatures of embodiments of the invention will be employed without acorresponding use of other features without departing from the scope andspirit of the invention as set forth. Therefore, many modifications maybe made to adapt a particular situation or material to the essentialscope and spirit of the present invention. It is intended that theinvention not be limited to the particular terms used in followingclaims and/or to the particular embodiment disclosed as the best modecontemplated for carrying out this invention, but that the inventionwill include any and all embodiments and equivalents falling within thescope of the appended claims. Thus, the scope of the invention is to bedetermined solely by the appended claims.

What is claimed as new and desired to be protected by Letters Patent of the United States is:
 1. An active learning apparatus, comprising: an activity device including a leg-powered motive element, an arm-powered steering element, and an activity sensor coupled to said leg-powered motive element and to said arm-powered steering element, with an operation of said leg-powered motive element and a steering concurrent with said operation of said leg-powered motive element by a user generating an activity interaction signal responsive to a physical activity of said user operating said activity device wherein said activity interaction signal includes a motive element generated from said operation of said leg-powered motive element and a directional element generated from operation of said arm-powered steering element; a controller, coupled to said activity device, generating a virtual environment supporting a virtual user frame-of-reference in said virtual environment, said controller generating two or more virtual education elements in said environment and a goal for said virtual user frame of reference with respect to said virtual education elements, wherein said goal includes two or more independently-navigable subgoals arranged in a goal sequence relative to one another, wherein said controller is responsive to said activity interaction signal to produce an affected interaction of said virtual user frame of reference with said virtual education elements with said controller measuring a conformation of said goal in said goal sequence by said affected interaction wherein said controller is responsive to said motive element to control a speed of said virtual user frame of reference in said virtual environment responsive to said motive element, wherein said controller is responsive to said directional element to control a direction of said virtual user frame of reference in said virtual environment, and wherein said virtual education elements are all independently-navigable and concurrently presented in said virtual environment when said controller generates said goal including said subgoals with said user navigating said virtual user frame of reference through said virtual environment using said motive element to relatively advance said virtual user frame of reference with respect to said virtual educational elements at a speed related to said motive element and said directional element to interact with said virtual education elements responsive to said goal to select individual ones of said virtual elements in said goal sequence; and a feedback system, coupled to said controller, configured to present said virtual environment with said user frame-of-reference in relation to said virtual education elements to provide said user with feedback regarding said goal and said subgoals, and said conformation of said goal and subgoals in said goal sequence by said affected interaction; and wherein said leg-powered motive element is configured to produce both a forward motion component of said motive element and a reverse motion component of said motive element and wherein said controller is responsive to said forward motion component to relatively advance said virtual user frame-of-reference and said education elements and wherein said controller is responsive to said reverse motion component to relatively reverse said virtual user frame-of-reference and said education elements.
 2. The apparatus of claim 1 wherein said education elements include both a first plurality of mathematical elements wherein said first plurality of mathematical elements include a mathematical composite as said goal, wherein said subgoals include individual ones of mathematical elements, and wherein said goal sequence includes a mathematical sequence of said mathematical elements and a second plurality of mathematical elements wherein said mathematical sequence is presented in said virtual environment and wherein said second plurality of mathematical elements includes said first plurality of mathematical elements with said second plurality of mathematical elements distributed in said virtual environment and wherein said goal includes a conformance of reproducing or solving said mathematical composite in said mathematical sequence using said user frame of reference to select one or more of said second plurality of mathematical elements from said virtual environment.
 3. The apparatus of claim 1 wherein said virtual environment includes a first visual presentation, the apparatus activity device further comprising an environment sensor, coupled to said controller and responsive to a user-identifier worn by said user, modifying said virtual environment automatically upon wirelessly detecting said user-identifier to include a second visual presentation different from said first visual presentation.
 4. The apparatus of claim 1 wherein one of said goal and subgoal is generated by said controller in audio format.
 5. The active learning apparatus of claim 1 wherein said education elements further include both a first set of display elements derived from a particular field of study and a second set of elements associated with said first set of display elements, wherein said first set of display elements and said second set of elements define said objective as a navigation activity of serial selection of said education elements in a particular predetermined order.
 6. The active learning apparatus of claim 5 wherein said field of study is a mathematics field, said first set of elements include numerals and equation-formation symbols, said education elements include a definition of an equation using said education elements, and wherein said objective includes solving said equation by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 7. The active learning apparatus of claim 5 wherein said field of study is a life sciences field, said first set of elements include elements derived from said life sciences field, said education elements include a plurality of life sciences elements, and wherein said objective includes one or more of an exploration, navigation, theme, story, and/or narrative using said plurality of life sciences elements by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 8. The active learning apparatus of claim 5 wherein said field of study is an astronomy-related science field, said first set of elements include elements derived from said astronomy-related science field, said education elements include a plurality of astronomy-related science elements, and wherein said objective includes one or more of an exploration, navigation, theme, story, and/or narrative using said plurality of astronomy-related science elements by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 9. The active learning apparatus of claim 5 wherein said field of study is a physics field, said first set of elements include elements derived from said physics field, said education elements include a plurality of physics elements, and wherein said objective includes one or more of an exploration, navigation, theme, story, and/or narrative using said plurality of physics elements by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 10. The active learning apparatus of claim 5 wherein said field of study is a history field, said first set of elements include elements derived from said history field, said education elements include a plurality of history elements, and wherein said objective includes one or more of an exploration, navigation, theme, story, and/or narrative using said plurality of history elements by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 11. The active learning apparatus of claim 5 wherein said field of study is a visual arts field, said first set of elements include elements derived from said visual arts field, said education elements include a plurality of visual arts elements, and wherein said objective includes one or more of an exploration, navigation, theme, story, and/or narrative using said plurality of visual arts elements by navigating through said virtual environment with the user operating said direction-device and said motive-control to select one or more education elements.
 12. The apparatus of claim 1 wherein said controller is discrete and separate from said activity device and communicably coupled thereto using a wired or wireless connection.
 13. The apparatus of claim 1 wherein said activity interaction signal does not include components from clicking, pushing buttons, and other operations of hand small muscles of said user.
 14. The apparatus of claim 1 wherein said virtual education elements include a story and wherein said user advances through said story at a variable rate responsive to said time-varying motive element.
 15. The apparatus of claim 1 wherein said virtual education elements include a story and wherein said user advances forward through said story at a variable rate responsive to said forward component and wherein said user reviews a previously presented portion of said story responsive to said reverse component.
 16. The apparatus of claim 1 wherein said controller alternatively generates one of two sets of virtual education elements and wherein said virtual environment includes a content control that is user-navigable, said content control selecting a particular one set of said virtual education elements when said virtual user frame-of-reference interacts with said content control.
 17. The apparatus of claim 1 wherein said virtual environment includes a virtual track having a virtual off-ramp wherein said virtual track and said virtual off-ramp are user-navigable by said virtual user frame-of-reference.
 18. The apparatus of claim 16 wherein said virtual environment includes a virtual track and wherein said content control includes a virtual off-ramp coupled to said virtual track and wherein said virtual track and said virtual off-ramp are user-navigable by said virtual user frame-of-reference.
 19. The active learning apparatus of claim 1 wherein said activity sensor coupled to said pedal-powered element senses either a force applied to, or a motion of, said leg-powered element.
 20. An active learning apparatus, comprising: an activity device including a sustainable means for generating an activity interaction signal by activity of a user, said sustainable means for generating including a means for responding to a leg activity of said user and a means for responding to an arm activity of said user wherein said activity interaction signal includes a motive element generated from said means for responding to said leg activity and a directional element generated from said means for responding to said arm activity; a controller, coupled to said activity device, generating a virtual environment supporting a virtual user frame-of-reference in said virtual environment, said controller generating two or more virtual education elements in said environment and a goal for said virtual user frame of reference with respect to said virtual education elements, wherein said goal includes two or more independently-navigable subgoals arranged in a goal sequence relative to one another, wherein said controller is responsive to said activity interaction signal to produce an affected interaction of said virtual user frame of reference with said virtual education elements with said controller measuring a conformation of said goal in said goal sequence by said affected interaction wherein said controller is responsive to said motive element to control a speed of said virtual user frame of reference in said virtual environment responsive to said motive element, wherein said controller is responsive to said directional element to control a direction of said virtual user frame of reference in said virtual environment, and wherein said virtual education elements are all independently-navigable and concurrently presented in said virtual environment when said controller generates said goal including said subgoals with said user navigating said virtual user frame of reference through said virtual environment using said motive element to relatively advance said virtual user frame of reference with respect to said virtual educational elements at a speed related to said motive element and said directional element to interact with said virtual education elements responsive to said goal to select individual ones of said virtual elements in said goal sequence; and a feedback system, coupled to said controller, configured to present said virtual environment with said user frame-of-reference in relation to said virtual education elements to provide said user with feedback regarding said goal and said subgoals, and said conformation of said goal and subgoals in said goal sequence by said affected interaction; wherein said education elements include both a first plurality of letters of an alphabet having a letter composite as said goal, having one or more individual letters of said letter composite as said subgoals, and having a letter sequence of said one or more individual letters of said letter composite as said goal sequence and a second plurality of letters of said alphabet wherein said letter composite is presented in said virtual environment and wherein said second plurality of letters include said first plurality of letters with said second plurality of letters distributed in said virtual environment and said goal includes selecting individual ones of said second plurality of letters in said letter sequence from said virtual environment using said user frame of reference. 